GETTiNG your THESiS OFF TO

Transcription

1 GETTiNG your THESiS OFF TO a good start GUiDE 2014 GUIDE for DoCToral students 1

2 Published by Les Bureaux de l égalité des Hautes écoles universitaires de la Suisse Latine (BuLa) with the support of the Swiss Federal Equal Opportunity at Universities Programme. 1 st edition, 2011 Editorial Committee : Carine Carvalho, Helene Füger, Muriel Besson Editor : Corinne Dallera 2 nd edition, 2014 Editorial Committee : Helene Füger, Brigitte Mantilleri English translation : Margaret Howett Coordination : PLATES-BANDES communication Illustrations : Annick Baehler Graphic design : Joëlle Proz Reproduction is authorised provided the source is acknowledged : Bureau de l égalité des universités de Suisse latine (Eds.) (2013). Getting your thesis off to a good start. Guide for doctoral students, Lausanne, BuLa. ACKNOWLEDGEMENTS Les Bureaux de l égalité des Hautes écoles universitaires de la Suisse Latine (BuLa) warmly thank Corinne Dallera, Editor of the first edition, the Editorial Committee : Carine Carvalho, Helene Füger and Muriel Besson, members of the Reading Committee and associations, and all those whose scrupulous checking of the manuscript, comments and advice have made this publication possible.

3 getting your thesis off to a good start guide 2014 GUIDE for DOCTOral students

4 contents Destination : doctorate! 6 Men and women in Swiss universities 8 Why do a thesis? 10 The thesis 12 Before you start 12 Conditions of acceptance for doctoral studies 12 Financing your doctorate 14 What makes a good thesis subject? 17 Choice of thesis supervisor 18 The relationship with the thesis supervisor 20 Training, supervision and informal exchanges 23 Timescale for the thesis 24 The final stages of the thesis 25 Preparing your professional future 26 Being visible 28 Where to publish and which conferences to attend? 28 What is the purpose of colloquiums? 31 A stay abroad 34 Assistantships 35 Finding a job 35 Terms and conditions of appointment 36 Assistantship and thesis work : a balance sometimes difficult to achieve 37 Part-time work : a good solution? 38 Work organisation 39 Settling into your workplace and defending your rights 39 Professional activity, thesis and private life 41 Thesis and professional activity 41 Writing your thesis at home 42 Thesis and private life 43 Thesis and children 44 The difficulties : stress, overwork 45 4

5 What to do in the event of conflict, psychological or sexual harassment? 48 After the thesis 51 The academic career path : the main stages 53 The main academic career positions 53 University recruitment criteria 55 Finding a job at a Latin university or EPfl 58 Other useful information 60 Swiss universities (HEU) 60 Universities of Applied Sciences (HES) and Universities of Teacher Education (HEP) 61 The «Who s who» of research policy and funding 62 How Swiss universities work 64 Where to find the main regulations concerning academic staff 65 Assistance 66 Doctoral programmes 66 Mentoring 67 RCFE workshops 68 Peer support 68 Intermediary staff associations 69 Useful addresses 70 Equal opportunities offices at universities 70 Equal opportunities in Switzerland 71 Associations and networks of women in the field of science and research 71 Gender studies in French-speaking Swiss universities 72 Career Guidance 72 Intellectual property, research promotion and transfer 73 Sexual harassment, mobbing, mediation 74 in details find out more useful addresses key advice personal comments focus on «equality» 5

6 Destination : doctorate! Real academic expedition, the doctorate is a unique experience. To ensure that the journey goes as smoothly as possible, it is advisable to make careful preparations, ensure you take all the necessary steps and be ready to encounter surprises. This guide will accompany you every step of the way. A vital stage in the academic career, the doctorate opens up numerous personal and professional opportunities. A doctorate is an essential condition for carrying out research activities and pursuing a university career. Outside university, it can prove a deciding factor in obtaining an executive-level position. From a personal point of view, undertaking a doctorate is a unique experience that enables you to delve deeper into your particular field of research in a motivating environment. The doctoral period is also an opportunity to develop your professional network in Switzerland and abroad. The thesis is however a longterm and often quite solitary adventure, involving challenges of not only an intellectual nature. In the academic world, the doctoral phase is regarded as a period of transition between study and independent research activities. Doctoral students are no longer looked upon as students, but are expected to expand their knowledge of the subject and develop their independence before gaining recognition as senior researchers. They must also learn the customs and practices of the academic world. Doctoral students are particularly expected to participate in the life of the institution and that of their research group, publish their work in journals and become integrated into scientific networks. The purpose of this guide is to advise doctoral students on how to successfully negotiate the rites of passage as a PhD student and help them find their way in the academic world. It is also intended for those who are still unsure about embarking on a doctorate. Here they will find information to help them make their decision. 6

7 The starting point of this guide is the experience acquired in the context of a mentoring programme for women embarking on a thesis : StartingDoc. This programme explores the structural aspects you must be acquainted with to ensure the successful completion of your thesis, such as the various stages of the academic career, organising work between research and teaching, researchers rights, creating networks, colloquiums and publications, balancing professional and private life, etc. This guide deals with all the questions discussed at the StartingDoc meetings. 7

8 Men and women in Swiss universities The increase in the number of female students at Swiss universities has been a highlight for the last three decades. For the last ten years, parity has practically been attained with regard to Swiss university students overall. This situation is accompanied however by two phenomena of persisting gender inequality : horizontal segregation and vertical segregation (leaky pipeline). Horizontal segregation describes the phenomenon of the concentration of men and women in certain disciplines. The metaphor of the leaky pipeline illustrates the declining participation of women as the rungs of the academic career ladder are climbed, and therefore the lower proportion of women who reach the highest positions in the academic career. Thus, in all types of Swiss universities (including Universities of Applied Sciences (HES) and Universities of Teacher Education (HEP)), in 2010 only 26 % of professorial posts were occupied by women. In universities, this proportion was barely 18 % in 2011 (SFSO/SHIS, 2011). At 42 %, the proportion of women among PhD holders in Switzerland is lower than the European average. The doctoral phase and then the postdoctoral qualification are two important stages for improving equality of opportunity in the academic career. It is also at this level that universities and the SNSF have implemented measures to encourage female careers and increase support programmes for young researchers. 8

9 The leaky pipeline in Swiss universities 2010 (Swiss Federal Statistical Office, 2013) 100% 90% Swiss women European women Swiss men European men 80% 70% 60% 50% 40% 30% 20% 10% 0% Baccalaureate and professional baccalaureate 1st year students (2010/11) students bachelors + masters doctorates grade C grade B grade A Definition of levels : Grade A = Highest level in the academic career, usually a professorial post at a university. Grade B = Advanced-level researchers, who have not yet reached the highest level but are more advanced than the first level attained by PhD holders. Grade C = First level of appointment obtained by those who have just received their doctorate. Swiss Federal Statistical Office (2013). En Suisse, les femmes restent peu présentes dans les milieux de la science et de la technologie. Press release SFSO (2011). Personnel dans les hautes écoles universitaires http :// European Commission (2013). She Figures 2012 Gender in research and innovation. Luxembourg : Publications Office of the European Union. http ://ec.europa.eu/research/science-society/document_library/pdf_06/she-figures-2012_en.pdf Nature Special (2013). «Women in science». Nature, 495 (7439) :

10 Why do a thesis? The doctorate is the first step on the academic career path. However doing a doctorate does not just involve acquiring advanced scientific knowledge in a particular field, but also offers the possibility of developing methodological and social skills that can be transferred to other fields. Develop your skills Doing a doctorate means particularly developing : - Your analytical and deductive skills ; - Your ability to communicate ; - Your ability to process complex data ; - Your time management ; - Your ability to adapt to new situations ; - Your creativity, ability to propose innovative solutions ; - Your independence ; - etc. All these are valuable skills sought after in the non-academic job market. In some sectors, a PhD may even prove a deciding factor in obtaining a position of responsibility in the R&D divisions of large companies or public administration. Seizing unique opportunities From a personal point of view, the doctorate offers opportunities that few of us are fortunate enough to encounter in our career. Firstly, it offers a chance to delve deeper into a subject of your own choice. The doctorate also enables you to work in 10

11 an intellectually stimulating environment and offers many possibilities to gain experience abroad thanks to grants from the Swiss National Science Foundation (SNSF) or participation in colloquiums, etc. It also allows great flexibility in work management, both time-wise and geographically. An endurance adventure However, writing a thesis means committing yourself to a long-term experience that requires great self-discipline, the ability to work alone for long periods and to bounce back if you hit a rough patch. An academic career also involves living in a state of financial insecurity for several years. Therefore, above all, it is on the basis of your personal and intellectual motivations that the decision to embark on a thesis must be made. ENJOY WHAT YOU DO / / / / / / //////////////////////////// Beyond any career considerations, your work fascinates you. The thesis represents a long-term commitment and only your passionate involvement can help you keep going for as long as it takes. «I thought of giving up at least three times, but I held on and now I m proud of what I achieved!» a Gaëlle 11

12 The thesis Before you start Even if you are sure of your reasons, it is advisable to take the time to ask other doctoral students, intermediary staff members and professors about : - thesis work and its specific characteristics ; - the style of supervision and scientific interests of the prospective thesis supervisor ; - working conditions in the unit to which you will be attached ; - options for financing the doctorate ; - average time taken to complete a thesis in your field ; - conditions of acceptance for doctoral studies and requirements for obtaining the PhD ; - training programmes available in your field. Conditions of acceptance for doctoral studies Each faculty in each institution has its own regulations regarding doctorates. In all the regulations, the first condition for admission to doctoral studies is that the candidate must hold a degree, a Master s degree or equivalent qualification. - Generally this qualification must be obtained in the same scientific field as the thesis, although some faculties offer a certain amount of flexibility. - Regarding the equivalence of qualifications from another Swiss or foreign university, the general rule is to admit candidates who would be admitted to their original university. Sometimes a second condition is stipulated, namely a minimum mark for all marks obtained. 12

13 A third condition generally stipulated is the prior agreement of a thesis supervisor. Other conditions may apply, such as the preparation of a thesis plan, letters of recommendation, knowledge of languages, etc. Requirements other than those concerning the thesis itself can vary greatly. The obligation to attend a doctoral school, the acquisition of a certain number of credits or the submission of pre-doctoral research work is compulsory in certain faculties and at EPFL. You are recommended to obtain all the necessary information concerning administrative procedures from faculty secretariats and/or study advisers well in advance. Special conditions Minimum mark The requirement of a minimum mark concerns essentially the law faculties of the Universities of Geneva, Lausanne and Neuchâtel and the University of Fribourg (except in sciences), as well as the economics faculty of the Università della Svizerra italiana (USI). EPFL Letters of recommendation are required. Furthermore, unlike the Latin universities, EPFL has a recruitment procedure that includes a «doctoral committee». Medicine Doctors who have obtained a Master s degree in medicine can go on to do two types of doctoral training : Doctorate in medicine (MD) : the doctorate consists of fundamental or clinical research work lasting approximately one year. The thesis can take the form of one or several original publications. The main condition of admission is the degree in medicine. Doctorate in medicine and life sciences (MD-PhD) : the doctorate consists of longterm experimental research work (three years). Candidate selection is generally based on examination results, certificates and an interview. At the UNIL, preparatory training is required. 13

14 Financing your doctorate The smooth progress of a doctorate, and especially its duration, are closely linked to the way in which a doctoral student finances their doctorate and how they support themselves and, if applicable, their family. The doctorate can be financed within the framework of an assistantship by the university or by subsidies and/or grants. On the other hand, some doctoral students choose to work outside the academic institution to cover their everyday living expenses. A university JOB Universities (HEU) offer various employment possibilities to doctoral students, presenting a number of advantages : - possibilities of creating synergies with the doctorate and therefore saving time ; - integration in a scientific environment ; - an environment favourable to completion of the doctorate, particularly by providing doctoral students with an optimal infrastructure. The following academic jobs allow students to be remunerated for their doctoral work : - assistants paid by the university and part of whose activity is reserved for thesis work ; - doctoral students whose doctorate is financed by external funds, particularly the Swiss National Science Foundation (SNSF). Other jobs exist, particularly at the University of Geneva (see memento > Ressources humaines > Règlement sur le personnel). The conditions of employment (salary, duration, tasks, etc.) of these jobs vary. SNSF doctoral students Unlike assistants, doctoral students financed by the Swiss National Science Foundation (SNSF) can in principle devote all their working time to their thesis. However, the SNSF salary scales that determine their remuneration are far lower than those of assistants funded directly by universities. The term of employment may also be shorter. 14

15 Universities have room for manoeuvre, and each is responsible for managing the engagement and salaries of doctoral students financed by SNSF funds. In some cases, SNSF doctoral posts are supplemented by government assistant posts and in others an allowance is paid in return for teaching and research activities. Unless explicitly mentioned in the regulations and directives of the appointing university, the employment contracts of SNSF doctoral students are governed by the Code of Obligations (CO). The CO is less advantageous, particularly in terms of social security and time off (holidays, maternity leave, parental leave, etc.) than cantonal and university regulations regarding assistants. This diversity of situations can be disconcerting. Indeed, it is not always easy when signing an employment contract with an institution for the first time to realise the direct implications for thesis work of the conditions of employment stipulated by the contract. In addition to human resources departments that can provide information on particular aspects of a contract, intermediary staff associations of each university are well aware of the impact these differences can have on thesis work and you should therefore not hesitate to contract them. They also provide important information on negotiating job descriptions to your best advantage (See chapter Assistance page 66). Grants and subsidies Different grants and subsidies are awarded by universities, private foundations and the Swiss National Science Foundation. The Swiss National Science Foundation awards particularly : > Subsidies for projects : Subsidies for research projects are awarded in fields of the human and social sciences, mathematics, natural sciences and engineering sciences. Projects must be submitted by a senior researcher working for a research institution recognised in Switzerland. The applicant can then take on another employee, often a doctoral student, to work on the project. > Funding > Projects > Subsidies for persons (careers) : For all disciplines - mobility grants and subsidies for doctoral students (Doc.Mobility), junior (Early Postdoc.Mobility) and advanced (Advanced Postdoc.Mobility) postdoctoral 15

16 researchers, which allow young scientists starting out on their career to spend a period of time at a foreign research institute. - Marie Heim-Vögtlin (MHV) grants for researchers who have had to interrupt or reduce their research activities due to family obligations (children) or changes of residence as a result of their partner s career. In human and social sciences - Doc.CH, grants for 2 to 4 years for doctoral students in human and social sciences. - subsidies for summer courses and doctoral training programmes. In biology and medicine - grants awarded within the framework of the MD-PhD programme, in biology and medicine. > Funding > Careers Encouraging the next generation of women academics In addition to Marie Heim-Vögtlin grants from the SNSF, various funds seek to encourage young female academics. Equal opportunities offices at the different universities can advise female doctoral students. More information can also be found on their websites (details at the end of this guide). The search for third-party funds is a topic dealt with by the mentoring programmes. These programmes provide a better understanding of the criteria regarding the principal funds and can increase your chances of success when submitting a project. For more information about funding sources available at the institution at which you are enrolled : FUNDING EPFL Grants Office http ://grantsoffice.epfl.ch ; Research Commission http ://epfl.ch > About EPFL > Research Commission University of Fribourg Research Promotion Service University of Geneva Research Sector > Professor / Researcher > Research Funding 16

17 University of Lausanne Research Grants Office > Financing University of Neuchâtel Research Committee Università della Svizzera italiana Research Service The SNSF and universities also award subsidies for the publication of theses. What makes a good thesis subject? In principle, there is no good or bad subject for a thesis. However, it is important that the subject fulfils at least two conditions : - the subject must constitute a feasible project, in other words it must be possible to deal with it scientifically ; - the thesis must make a contribution to the relevant scientific field. Preliminary research and discussion with the thesis supervisor are critical stages for defining a subject that fulfils these two conditions. Choosing a subject that is also of interest to your thesis supervisor offers many advantages where supervision is concerned. The existence of a National Research Programme (NRP) * in the subject area can also be a bonus in terms of the possibility of making effective use of the results. But, above all, it is essential that the thesis subject really interests - even captivates - its author, who will be identified for years to come as the person who works or has worked on this topic. * National Research Programmes (NRPs) provide scientifically based contributions to help resolve urgent problems of national importance. Their topics are defined by the Federal Council. NRPs last from four to five years. > NRPs & NCCRs > National Research Programmes 17

18 Choice of thesis supervisor As far as thesis supervision in Switzerland is concerned, the traditional model of the thesis supervisor prevails, although other forms of supervision are gradually being developed. The regulations give priority to full, associate and extraordinary professors. Senior lecturers are frequently accepted as thesis supervisors and sometimes privat-docents and tenured professors. Whatever the chosen form of supervision, you should plan to contact in good time those persons who are likely to play a part in supervising your doctorate. As well as making formal contact, colloquiums and conferences are good opportunities to approach a professor. One last piece of advice : before deciding on a supervisor, talk to their doctoral students and attend an oral examination held under their supervision. Other supervision arrangements Co-supervision provides for two thesis supervisors : one from the original university and the other from a different university in Switzerland or abroad or from another faculty of the same university. The doctoral student is supervised by both these professors (who will be jury members) but only the original university/faculty awards the final qualification. Cotutelle provides for two thesis supervisors. The thesis forms the subject of a single oral examination but the awarding of two degrees, one from the original university and the other from the partner institution (each making reference to the cotutelle). It is based on an agreement between the two universities. These solutions provide more extensive supervision and allow integration into a broader scientific network. In addition, they avoid dependency on one single person in the event of conflict. However, they require that the responsibilities be clearly established between the different parties. It is also advisable to ensure that there are no major theoretical and methodological disagreements between those involved in supervision of the thesis so that the doctoral student is not faced with conflicts of loyalty. Note that the administrative procedures can take time! Attention, les démarches administratives peuvent requérir du temps! PROFF ESSORS?! There is a centralised database of professors working in Switzerland : 18

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20 The relationship with the thesis supervisor The existence of a good relationship between doctoral student and thesis supervisor is fundamental for the progress of the work and integration of the doctoral candidate into the scientific community. Before approaching a professor or accepting their proposal, it may be useful to step back in order to clarify your own expectations regarding thesis supervision and ensure that they are compatible with the personality, supervision style and working methods of the prospective supervisor. It is also advisable to consider the role played by the thesis supervisor regarding the professional future of doctoral students, which generally extends well beyond the thesis defence. The scientific status of the thesis supervisor contributes to the impact of the results of your work (seminars, colloquiums, publications, research networks, etc.). Finally it is also a good idea to take into account the time that the thesis supervisor can devote to doctoral students as a result of their workload. Indeed, the supervision and support given by a professor starting out on their career with small, dynamic research teams can often prove just as reliable and valuable (if not more so) as those provided by an internationally renowned professor with an overloaded schedule who is already supervising dozens of doctoral students. Statements collected during a survey conducted in 2008* show that doctoral students generally find the supervision given by their thesis supervisor to be inadequate. Women doctoral students in particular state that they often receive less support than their male counterparts. For their part, the thesis supervisors interviewed emphasised the sense of initiative and independence that they expect from doctoral students. «It is apparent that more often than not contradictory tacit expectations exist between doctoral students and thesis supervisor.» Novelle report As in all learning situations, the relationship between doctoral student and thesis supervisor is an unequal one, even more so when the doctoral student is also the supervisor s assistant. The supervisor s position gives them the power to specify among other things the type of input expected of doctoral students, the help they are prepared to provide and the form and style of communication established in the relationship. 20 * Commission de l égalité de la Faculté des sciences économiques et sociales (2008), Objectif thèse. Report by Anne Dafflon Novelle, Geneva : University of Geneva.

21 However, doctoral students are entitled to expect their supervisors to be effective and offer encouragement and support. Doctoral students must be able to approach them regularly to request meetings and advice. Therefore, to ensure a productive relationship, both parties should clarify their respective expectations from the start regarding : - the way of working ; - objectives ; - deadlines ; - publications ; - projects to be developed ; - posts to aim for ; - etc. If the supervisor does not raise these questions, doctoral students are advised to take the initiative to discuss them and negotiate with their supervisor a way of interacting and working that suits them. Besides supervision of the thesis in the strict sense, it is also the supervisor s role to encourage doctoral students to publish and take part in colloquiums. They can also help students to define a career plan, whether university-oriented or outside academia. Many professors are prepared to organise or support colloquiums or study days relating to the thesis subjects of their doctoral students, or to co-publish an article with them. Such opportunities should not be missed. These proposals are sometimes time-consuming, but, provided they are linked to the thesis, they set an interim deadline that often allows you to progress with your work. What s more, colloquiums and publications are opportunities to make yourself known in the scientific community (see also the chapter Being visible). A sense of initiative and independence are two essential qualities that thesis supervisors expect from their doctoral students. So do not hesitate to make suggestions, for example to invite a speaker who is working on a topic closely related to your own research interests. Suggestions of this nature are generally welcomed and supported by professors. Doctoral assistants have rights and obligations linked to their position as assistant and some doctoral schools have also established their own regulations on this subject. However, the different regulations at Swiss universities relating to doctorates remain very discreet in terms of each party s actual rights and obligations. 21

22 Keeping a «thesis booklet» is a way of providing more formal support and supervision. The doctoral candidate and thesis supervisor use it to record the dates of meetings, topics discussed, advice, criticisms and decision made. This thesis booklet also makes each party s commitments more explicit. ask for a Written confirmation ///////////////////////// At the end of an oral negotiation, asking for a confirmation by makes it easier for you to defend your position if necessary and avoids unpleasant surprises. Thesis charter In France there is a standard thesis charter that explicitly sets out the rights and obligations of each party. According to this charter, the doctoral student has the right to : receive information on academic and non-academic career openings in their field ; be informed as to the number of theses being supervised by the prospective thesis supervisor ; receive personal supervision from the thesis supervisor. In return, he or she undertakes to : show initiative in the conducting of their research ; inform the thesis supervisor regarding any difficulties encountered and the progress of their thesis ; submit to their thesis supervisor as many progress notes as their subject requires and present their work in laboratory seminars. For their part, the thesis supervisor undertakes to : help the doctoral student to highlight the innovative nature of their thesis in the scientific context and ensure its topicality ; ensure that the doctoral student adopts an innovative approach ; define and assemble the means required for the work to be carried out ; devote a significant part of their time to the doctoral student ; monitor the progress of work regularly and discuss its direction ; inform the doctoral student of positive assessments or objections and criticisms that their work may elicit, particularly during the oral examination. The charter also defines the student s rights as author. The charter concludes with information concerning the mediation procedure in the event of conflict. Ministère de l éducation nationale (1998), Bulletin Officiel de l Education Nationale, n 36, 1 st october. 22

23 Training, supervision and informal exchanges In Switzerland, the thesis supervisor plays a dominant role in the supervision of doctoral students. However, training courses are available, such as compulsory doctoral schools in some disciplines and at EPFL or optional doctoral programmes, for example those offered by the University Conference of Western Switzerland (CUSO). There is also a wide range of courses, workshops and seminars on specific topics that are offered specially to doctoral students. In addition, in parallel with the thesis supervisor, other scientists often take part officially or informally in the supervision of doctoral students, particularly through mentoring programmes offered by equal opportunities offices. The most recent findings of the Système d information universitaire suisse et de l enquête 2007 auprès des personnes nouvellement diplômées (SFSO, 2010) show that communication and social skills are enhanced by attending one or more training courses. Supervision by several professors, exchanges of information between doctoral students and participation in meetings with scientific experts also strengthen the ability to present research findings in public as well as the ability to communicate complex ideas in more than one language. These are decisive skills in the context of an academic career and significant assets in the professional world outside academia. To maximise your chances, it is therefore better not to rely solely on the support of the thesis supervisor during your doctorate, but to seize all available opportunities right from the start, whether formal (doctoral programmes, courses, workshops, mentoring) or informal (exchanges between peers and colleagues). The chapter Assistance gives further details concerning the possibilities offered to doctoral students at Latin universities. 23

24 Timescale for the thesis «The path followed by the thesis will encounter seemingly endless monotonous plateaus, dangerous twists and turns, fortunate new developments and occasionally permanent interruptions.» Herzlich Claudine (2002), Réussir sa thèse en sciences sociales, Paris : Nathan, p. 56. A thesis consists of different phases or stages to be completed prior to submitting the manuscript : formulation of the thesis statement, reading and compilation of the bibliography, data collection and analysis, writing, proofreading and corrections, formatting and printing of the manuscript. Generally, these different stages overlap and the duration and development of each stage varies according to the field, discipline and approach/school in which the thesis is situated, as well as the nature of the subject. However, regardless of specific aspects related to discipline, every doctoral student must manage the timescale of the thesis, i.e. the need to make progress despite any stumbling blocks or discouragement. The longer a thesis takes to write, the greater the risk of not completing it. It is during difficult times when pitfalls and stagnation are encountered that thesis supervisors have a role to play in helping the doctoral student to stay on course. Today the trend is for theses to be short. Even though there is concern in the human and social sciences regarding what is considered to be the imposition of a model specific to the exact sciences, measures designed to shorten theses are being introduced in all disciplines. Some faculties have introduced a maximum word limit for example. Dare that final full stop / /////////////////////////////// The thesis is only a first stage. You are not writing your life s work. Bear in mind that your career as a researcher lies before you. 24

25 The final stages of the thesis Each institution and faculty has its own procedures and deadlines concerning the different stages of the administrative procedure leading to the oral examination : - appointment of members of the jury (proposal and approval) ; - submission of the different manuscripts (number, where, deadline) ; - thesis conference ; - oral examination (thesis defence) ; - obtaining of the doctoral title. The time lapse between these different stages can be considerable. It is therefore advisable to become acquainted with the regulations well in advance, prepare an end-of-thesis schedule and in particular contact external jury members sufficiently well in advance to establish their availability. The first people whom the thesis is sent to may vary from one institution to another. The composition of the jury also varies according to the faculty. The requirement of a jury member external to the faculty or university is however common practice at universities in French- and Italian-speaking Switzerland. Regarding the conference and oral examination, Latin universities usually hold them at the same time, but each faculty and institute has its own tradition. The best way to prepare for them is to : - ask more advanced researchers about their experience regarding the conference ; - attend the oral examinations of your peers ; - discuss it with your thesis supervisor. Doctoral schools, mentoring programmes, REGARD, FormEv at the University of Geneva and le dicastère de la Relève académique at the University of Lausanne offer workshops to prepare for the conference and oral examination (see chapter Assistance page 66). The conference is a discussion conducted behind closed doors lasting several hours between the doctoral candidate, members of the jury and thesis supervisors. It allows in-depth discussion of all aspects relating to the thesis. Generally the candidate is asked to make certain changes at the end of the conference. 25

26 The oral examination is organised some time after the conference, when the candidate has made the corrections requested at the conference. Thus, the oral examination should not give rise to major differences between the candidate and the thesis jury. The oral examination is a public event, intended to allow the candidate to expound their work. Preparing your professional future The final year of the thesis (or even a longer period) is also generally devoted to preparing for «life-after-the-thesis» : - making contact with those in charge of research projects ; - preparing a postdoc grant application. Note : in the case of the SNSF, they must be submitted long in advance! ; - looking for a job outside academia ; - making enquiries as to how best to enhance the visibility of your thesis (publication in extenso or of extracts, online or offline, in the form of articles, etc.) and taking the first steps. The publication Beyond the doctorate. Guide for advanced doctoral and postdoctoral students offers a great deal of advice on preparing for «life-after-the-thesis». 26

27 * ACIDE (2008), Practical Guide for PhD Candidates at EPFL, Lausanne : EPFL. * Baschung Lukas (2008), Inventaire des standards minimaux relatifs au doctorat. Rapport final à l intention de la Conférence des recteurs des universités suisses (CRUS), Lausanne : University of Lausanne, Observatoire science, politique et société (OSPS). * Bureaux de l égalité des hautes écoles universitaires de la Suisse latine (2013), Au-delà du doctorat. Guide for advanced doctoral and postdoctoral students, Lausanne : BuLa. * Commission de l égalité de la Faculté des sciences économiques et sociales (2008), Objectif thèse. Report by Anne Dafflon Novelle. Geneva : University of Geneva. * Guilde des doctorants (2003), Le Guide du doctorant, http ://guilde.jeunes-chercheurs.org. * Herzlich Claudine (2002), Réussir sa thèse en sciences sociales, Paris : Nathan. * Swiss Federal Statistical Office (2010), La formation et la situation professionnelle des titulaires d un doctorat. Résultats issus des données du Système d information universitaire suisse et de l enquête 2007 auprès des personnes nouvellement diplômées, Neuchâtel : SFSO. * Secrétariat général de la CRUS (2009), Rapport sur le doctorat Vue d ensemble du doctorat en Suisse, Bern : CRUS. 27

28 Being visible The quality of the thesis is not the only criterion taken into account in the academic world when judging the skills of a researcher. Doctoral students are also required to be visible. Thus current practice requires that the doctoral period should also be devoted to publishing articles and participating in colloquiums. However, knowing where and how to present your research is not always that simple, particularly as practices vary from one discipline to another and one journal to another. Where to publish and which scientific events to attend? Journals and colloquiums are not all «rated» in the same way. In all disciplines, peer-reviewed journals are more highly regarded than others. In some disciplines, despite the criticism it arouses, the impact factor, which measures the importance of a journal according to quantitative criteria, establishes a hierarchy among journals. Strictly from the point of view of the academic career, it is advisable to target the best «rated» journals or colloquiums in your discipline, bearing in mind that some of these dissemination channels operate on the basis of co-option and that unsolicited contributions are only rarely accepted. Communicating your research findings to a non-academic audience by publishing in association or scientific popularisation journals and taking part in public debates can be a source of personal gratification, even though these channels have a lesser standing in the eyes of the academic community. This can also help to broaden your network outside the walls of academia and open up career opportunities for those not wishing to pursue an academic career. 28

29 In most disciplines, doctoral students are encouraged to take part in international conferences or congresses before they complete their doctoral studies. Such conferences generally include discussion forums particularly intended for doctoral students. It is worth finding out about current practices in your field as soon as you begin your doctorate. In addition, thesis supervisors often suggest to their doctoral students that they should co-publish an article. Such opportunities should not be missed, as they are a good way of getting known. Thesis supervisors and more experienced colleagues are very good sources of information regarding ways of making your work more visible. They also know the weight carried by journals and colloquiums/seminars that are likely to accept contributions from doctoral students. However, since professors are not always in precisely the same field as their doctoral students and are thus not necessarily aware of all the networks that may be of interest, you should not hesitate to contact other people to obtain information. It is also useful to subscribe to distribution lists that regularly feature calls for contributions in a particular field or discipline. SeizE opportunities ////////////////////////////////// The doctorate is a chance to make yourself known in the academic world, but also in the professional environment. Take advantage of this period to travel, meet people and present your work. 29

30 Submitting an article to a peer-reviewed journal for the first time Each journal has its own particular style, and sometimes a specific field and orientation. It is advisable to check with more experienced colleagues or your thesis supervisor whether the article falls within the field of interest of the journal you are thinking of submitting it to and if it is likely to be accepted. Every journal has editorial guidelines that must be adhered to and specific procedures for submitting an article and this information can generally be found on the journal s website. To avoid wasting time, it is better to format the article accordingly right from the start. The thesis supervisor is responsible for assisting doctoral students with the preparation of their first article(s). Advice from colleagues can also be useful. In the case of peer-reviewed journals, one or more persons are asked to evaluate the submitted contribution. There are then three possible outcomes : the article is accepted ; the article is accepted subject to corrections ; the article is refused. The request for corrections is the most frequent outcome. If the article is refused, it is very useful to analyse the readers report, if possible with the help of your thesis supervisor or colleagues. It may be that the article was not submitted to the right journal. With the necessary corrections, it could probably be submitted elsewhere. Guilde des doctorants (2003), Le Guide du doctorant, http ://guilde.jeunes-chercheurs.org 30

31 What is the purpose of colloquiums? Colloquiums serve several purposes : - make your work known ; - discover the work of others ; - advance with your work through formal and informal exchanges ; - expand your scientific dossier ; - gain experience. But also (and above all) : - build and develop your network. Colloquiums have a scientific dimension and a «social» dimension that should not be neglected as it is often during scheduled intervals (coffee breaks, aperitifs, meals, entertainment) that initial contacts are made with members of a scientific network. For young researchers, it is also a good place to introduce yourself to people you would like to work with at a later date or whom you would like to be a member of your thesis jury. It is actually much easier to approach someone when you can mention a previous meeting. Preparing an oral presentation for the first time There are three key points to bear in mind when preparing a scientific presentation : audience ; duration ; language. It is important to identify the audience you will be addressing and to adapt the terminology and degree of methodological precision of your presentation accordingly. Experts do not have the same expectations as the «general public» or an interdisciplinary audience. It is wise to find out from the conference organisers the sequence of events : length of the presentation, any time allocated for a moderator and/or questions or comments from the audience. It is best if you plan to speak for slightly less than the allotted time, particularly when giving a talk in a foreign language. For a first conference, you must allow sufficient time to prepare your presentation and the increasingly essential back-up material. It is strongly advisable to carefully check the content and graphic layout of presentation aids, to practise stopwatch in hand, and to make your presentation to other researchers before D-day. 31

32 * Communiquer à l aide de présentation orale, fiche pratique du CSE de l UNIL, > ressources et liens * Presentation technique for researchers, «Bringing research to the front : Convincing and Meaningful Presentations», > Services for researchers > Researchers & communication > Presentation technique Presenting a poster, a way for young researchers to get known Presenting a poster at a colloquium is a way of making a name for yourself in the scientific community, particularly when your research cannot be communicated orally (innovative or highly specialised research or in-depth investigation of well-known issues). Before the conference, a list of posters and their résumés (or the posters themselves) are published on the website. This allows those attending the conference to select in advance the researchers they would like to make contact with. Sometimes, there is an introductory session for posters in which each author can very briefly present their own. Time is occasionally set aside to view the posters displayed. * Communiquer à l aide d affiches (posters), fiche pratique du CSE de l UNIL, > ressources et liens * Stainier Nadine (2006), ABC de la communication par poster, EPFL : Centre de recherche et d appui pour la formation et ses technologies. http ://craft.epfl.ch > Teachers > ABC Pedagogy > L ABC de la communication par poster 32

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34 A stay abroad Nowadays it is possible to spend time abroad as part of your doctorate, particularly thanks to an SNSF grant. So why not make the most of this opportunity? As well as the personal benefits offered by this experience, it is also an advantage from a professional point of view. If an academic career is planned, mobility is very favourably looked upon. Furthermore, it is an excellent way to forge contacts internationally and thus extend your scientific network. A stay abroad is also a strong point on a CV when applying for a position on the non-academic job market. To derive maximum benefit from this stay, you should however choose your destination carefully. It is therefore a good idea to seek information beforehand from your thesis supervisor as well as other professors, senior lecturers and lecturers who can also act as intermediaries and facilitate your integration into the new team. To avoid any unpleasant surprises, you should check your health and accident insurance cover, particularly for stays in the United States or Japan. In addition, SNSF subsidies involve special stipulations concerning tax and social security. Grants for prospective and advanced researchers are non-taxable subsidies. They do not include social security contributions. These special features have important repercussions on your return, particularly regarding taxation and entitlement to unemployment benefit. It is therefore essential to make enquiries before your departure. 34

35 Assistantships Finding a job Announcements of assistantship vacancies are not necessarily communicated on a large scale. Generally vacancies are always published on the universities s websites. However, it may happen that a post is only announced within the faculty concerned. The internet and word of mouth are therefore excellent sources of information. It is also advisable to discuss the situation without delay with professors and intermediary staff members. Telejob, the electronic job fair created by the intermediary staff association of the EPFZ (AVETH) and EPFL (ACIDE) publishes advertisements particularly for assistantships : telejob.ch Assistantship contracts generally run from August to July and appointments are frequently already decided at the beginning of the year. Research teams are often formed before projects are submitted for funding. Furthermore, in parallel with public advertisements, recruitment also takes place informally in order to hire a particular person. This is especially the case for assistantships where someone who has done a master thesis under the supervision of the professor is recruited. That is why it is very important, before the end of your studies, to inform professors working in your field of interest, and particularly your master thesis supervisor, that you are interested in an assistantship. 35

36 Terms and conditions of appointment The role of assistant comprises service activities, i.e. participation in the teaching and research of the unit to which you are attached, and training activities, in particular the writing of a thesis. The temporary nature of an assistantship and the obligation to complete a doctoral thesis are characteristics common to all institutions. What you must remember Assistants are required to submit a thesis project within a specified time limit, generally one year. Assistantships last for a limited period. The terms and conditions of appointment vary from one institution to another however. To give you some idea, the table below summarises the different conditions of employment for assistantships at Latin universities and EPFL when this guide was written. Since this information is subject to rapid change, you should refer to the specific regulations of each university. University Duration of employment contract (in years)* Maximum duration of employment (in years)* Minimum level of occupation Minimum time assistant can devote to their thesis (pro rata according to the level of activity) Fribourg 1+2 à 4 (+1) 5 (+1) 100 % in principle 50 % Geneva (+1) 5 (+1) 70 % (possible exception 40 % first year : 50 %) Lausanne (+1) 5 (+1) 60 % 50 % Neuchâtel (+1) 4 (+1) 50 % 50 % USI % EPFL * The number in brackets indicates the maximum duration of a possible extension. Note that extensions are generally granted on request, under exceptional circumstances and under certain conditions. Main source of data in table : General Secretariat of the CRUS (2009), Rapport sur le doctorat Vue d ensemble du doctorat en Suisse, Bern : CRUS. The complete table can be consulted at releve-academique.ch 36